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1

Shields, Carmen. "Behind objective description, special education and the reality of lived experience." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0004/NQ28127.pdf.

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2

Stark, Laurie. "A Phenomenological Description of the Lived Experience of Creating ARt for Women With Breast Cancer." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2394.

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Conventional approaches to cancer treatment typically do not address the personal experiences of the women with breast cancer. The aim of this study was to develop a structural description of the lived experience of women with breast cancer who create art, specifically through painting, sketching or drawing. A phenomenological approach was employed to explore the meaning of creating art for four women with a diagnosis of breast cancer. The philosophical underpinnings for this study were based on the phenomenological method of bracketing which allows the researcher and subjects to focus on lived experience. This qualitative methodology provided a means to examine the phenomenon of interest in depth from the participants' subjective perspective. Data were collected through face-to-face interviews and follow up telephone conversations. Giorgi's method for analyzing phenomenological data was used to elicit an invariant description of the meaning that creating art had for the participants. Three predominate themes emerged from the analysis. Contextual constituents of the phenomenon were identified as that of giving back and time to create. Dynamic components consisted of creative space and creative expression. Enduring factors consisted of the creative experience and sense of self. Nurses are in a unique position to facilitate the creative art process which holds the potential for self-healing and self-responsibility for their patients. Included are limitations of the study and recommendations for future research.
Ph.D.
School of Nursing
Health and Public Affairs
Nursing PhD
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3

Mohammed, Raghshanda. "A description of the lived experiences of young adults who grew up in religiously heterogeneous households." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86511.

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Thesis (MA)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: In this study, religiously heterogeneous households refer to households where the parents practice entirely different religions. These households are becoming more common and whilst the literature focusses on what this means for the married couple in terms of marital satisfaction, marital conflict and religious participation it largely neglects the influence that growing up in such a household may have on the child. This poses a potential problem in the therapeutic setting because there is no existing knowledge to work with. This study sought to narrow the gap in the literature by describing the lived experiences of young adults who grew up in religiously heterogeneous households. Through the use of snowball sampling, six young adults (aged 18-24) who grew up in religiously heterogeneous households agreed to be interviewed for this study. Of the participants four were male and the remaining two were female. The semi-structured interview yielded many reports of the participant’s experiences growing up in a religiously heterogeneous household. These experiences have been grouped into three types of themes. The themes include: (1) over-arching themes which deals with issues such as making sense of religion, making the decision as to which religion to affiliate with and idealizing the religiously homogeneous household whilst valuing the lessons gained from the religiously heterogeneous household; (2) an explicit theme which discusses how the experiences that the participants report about their households can be used to make tentative inferences about religiously heterogeneous marriages and divorce and; (3) peripheral themes include discussions about feeling judged and ostracised, negotiating a religiously heterogeneous background outside of the immediate family, tolerance and the value of a name. An Ecological Model is employed in the interpretation of these findings. Finally, the limitations and recommendations for future research are discussed.
AFRIKAANSE OPSOMMING: In hierdie studie verwys godsdienstige heterogene huishoudings na huishoudings waar die ouers aan heeltemal verskillende godsdienste behoort. Hierdie tipe huishoudings word al hoe meer algemeen en alhoewel die literatuur fokus op wat dit beteken vir die getroude paartjie in terme van huweliks tevredenheid, huweliks konflik en godsdienstige deelname, versuim dit om te kyk na die invloed wat dit het op die kind wat groot word in sulke huishouding. Dit hou ‘n potensiële probleem vir die terapeuties omgewing in, want daar is geen bestaande kennis om mee te werk nie. Hierdie studie poog om die gaping in die literatuur kleiner te maak, deur die beleefde ervaringe van jong volwassenes wat groot geword het in ‘n godsdienstige heterogene huishouding te beskryf. Deur gebruik te maak van sneeubalsteekproefneming, het ses jong volwassenes (tussen die ouderdomme van 18-24), wat groot geword het in godsdienstige heterogene huishoudings, ingestem om deel te neem aan ‘n onderhoud vir hierdie studie. Vier van die deelnemers was manlik en die oorblywende twee was vroulik. Die semi-gestruktureerde onderhoude het verskeie verslae gelewer van die deelnemers se ondervindinge van hoe dit was om groot te word in ‘n godsdienstige heterogene huishouding. Hierdie ondervindinge word in drie tipes temas gegroepeer. Die temas sluit in: (1) oorkoepelende temas wat te doen het met kwessies soos om sin te maak van godsdiens, die keuse te maak oor watter godsdiens om te volg en om die godsdienstige homogene huishouding te idealiseer, terwyl jy die lesse waardeer wat jy gekry het deur die ervaring van in ‘n godsdienstige heterogene huishouding groot te word; (2) ‘n uitdruklike tema wat kyk na hoe die ervaringe wat die deelnemers geraporteer het oor hulle huishoudings gebruik kan word om tentatiewe gevolgtrekkings te maak oor godsdienstige heterogene huwelike en egskeiding en; (3) perifere temas sluit in besprekings oor om geoordeel en uitgesluit te word, om ‘n godsdienstige heterogene agtergrond buite die onmiddellike familie te onderhandel, verdraagsaamheid en die waarde van 'n naam. ‘n Ekologiese model word gebruik in die interpretasie van hierdie bevindinge. Ten slotte, is die beperkings en aanbevelings vir toekomstige navorsing bespreek.
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4

Beltran-Medina, Laura. "The Development of Intimate Partner Relationships Among Men Sexually Abused as Children." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1367334124.

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5

Bencal, Carl Robert. "A qualitative description of the physical education-based lived experiences of non-aggressive socially isolated students." College Park, Md. : University of Maryland, 2003. http://hdl.handle.net/1903/183.

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Thesis (M.A.) -- University of Maryland, College Park, 2003.
Thesis research directed by: Kinesiology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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6

Morrissey, Sheryl Christian. "A Phenomenological Exploration of Mindfulness Meditation and the Creative Experience." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6459.

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Creating is the highest level of intellectual functioning in the cognitive domain. As standardized testing has increased, U.S. K-12 education has shown a decline in creativity for students. Mindfulness meditation (MM) increases creativity and could serve as a solution to this dilemma. This study's purpose was to enrich findings regarding MM's role in enhanced creativity by conducting an exploration regarding lived experiences of creating for individuals who practice MM. A gap in the literature exploring the topics of MM and creativity together using qualitative methods was identified; therefore, research understanding lived experiences of creating within the experiential context of MM was necessary. The main research question, followed by 3 closely related questions, examined the subjective meaning of the experience of creating for MM practitioners. To provide lived experiences regarding creating, 3 participants colored in a mandala and were interviewed. Descriptive transcendental phenomenology was used to explore the act of creating from the perspectives of these 3 individuals. Participants' described experiences supported Sternberg's theory that creativity developed as a habit and suggested that MM actuated Csikszentmihályi's creative flow. Positive societal implications of bringing MM into U.S. K-12 schools as a conduit for creativity cannot be overrated. MM offers an integrated modality to increased creativity, communication, collaboration, and critical thinking, or the 4 Cs. Future studies regarding MM and creativity's relationship are recommended to further enrich current literature and address the existing gap.
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7

Champa, Martha Marie. "Awakening: The Lived Experience of Creativity as Told by Eight Young Creators." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1481017239325047.

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8

Hsu, Anne Y.-J. "The lived experience of transcultural identity explorers| a descriptive phenomenological psychological study on making a life in a new land." Thesis, Saybrook University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10928675.

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Transcultural migration is a growing phenomenon, yet research on the lived experience of individuals who willfully leave the security and comfort of their home nation and socio-cultural support to migrate alone as adults to a foreign nation where they do not have citizenship, do not look like the locals, and do not share the local mother tongue had not been previously researched. Marcia’s (2002) work on identity exploration and May’s existential psychological works (e.g., 1953), particularly his notion of “the stages in consciousness of self” (p. 100), served as major theoretical foundations of this research. Giorgi’s (2009a) descriptive phenomenological psychological method was used, as it aligns with the qualitative and existential nature of this topic. I interviewed three transcultural migrants and analyzed the data sets with imaginative variations to yield an essential psychological structure that describes the phenomenon. Fourteen constituents were identified: the presence of a call to adventure, an urge to defy the sense of confinement or frustration, an appetite to develop one’s potential for action in the world, indefinite and flexible migration plans, an imagined or desired horizon as the destination, commitment depending on the passion for and pursuit of growth and challenges, identity reflections on being different, a sense of extra effort or work, constant revival of earlier psycho-social crises, questioning traditional cultural boundaries, integrating cultural experiences into cultural identity and orientation, rebellion against cultural judgment-based interactions, cultural flexibility through experiential understanding, and heightened awareness of global, local, and identity politics. These findings support the existing literature emphasizing migrants’ openness to experience and interest in developing personal potential (Madison, 2009), their sense of extra effort (Moreau et al., 2009), and a pluralistic sense of political and socio-cultural identity (e.g., Ortega, 2016). In addition, the present findings challenge preconceived notions of culture, suggesting that concepts of cultural orientation, rather than racial/ethnic identity, and cultural humility in place of cultural competency have greater functional applications to the transcultural phenomenon. Some clinical, educational, socio-cultural, and political implications are presented. Future studies are encouraged to examine various transcultural possibilities.

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9

Doan, Patrick. "Parcours attentionnel chez le scripteur expert." Thesis, Compiègne, 2021. https://bibliotheque.utc.fr/Default/doc/SYRACUSE/2021COMP2600.

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L’écriture est une des habiletés les plus complexes à acquérir et repose sur plusieurs processus : psychomoteur, cognitif, sensori-moteur, attentionnel. Sa maîtrise se caractérise par la capacité de tracer de manière fluide et précise des formes graphiques lisibles et rationalisées, les lettres. L’objectif de ce travail de thèse est de comprendre comment l’activité attentionnelle permet au scripteur de diriger, coordonner et moduler les différentes composantes de sa pratique. Plus spécifiquement, nous cherchons à saisir comment l’activité sensori-motrice, l’activité cognitive et l’activité attentionnelle se co-déterminent et permettent au scripteur de vivre sa pratique comme une succession de prises de conscience émergeant de son propre engagement. Pour ce faire, nous adoptons une démarche d’investigation en première personne qui nous permet d’étudier le contenu de l’expérience vécue, au sens où celle-ci constitue une dimension nécessaire à la compréhension des processus cognitifs en général, et de l’activité attentionnelle en particulier. Nous avons adopté les outils théoriques et méthodologiques développés par le programme de recherche « cours d’action » pour interroger le scripteur et collecter des descriptions détaillées de son expérience vécue. L’analyse de ces données nous permet de qualifier l’attention au regard de l’organisation et de la signification d’une pratique, la calligraphie, qui n’est pas simplement exécutée et figée mais qui est continuellement reconstruite, adaptée, redéfinie par l’engagement de l’individu dans une situation prolongeant une histoire et une culture qui lui sont propres. La vision longitudinale que nous développons révèle que l’attention est vécue comme la combinaison d’un ensemble de gestes intérieurs qui permettent au scripteur de mettre en rapport de façon spécifique les différentes composantes de son expérience. La dynamique de ces structures est caractérisée par un processus constant d’hybridation et de ramification de l’activité attentionnelle qui débouche sur la constitution de régularités que l’on peut assimiler à des techniques. La maîtrise du tracé calligraphique repose sur l’émergence de techniques attentionnelles correspondant à un type de savoir-faire
Handwriting is one of the most complex skill to learn and involves several processes: psychomotor, cognitive, sensorimotor, attentional. Its fluency can be characterized by the ability to trace in a fluid and precise way legible and rational graphic forms, the letters. The goal of the present thesis is to understand how attentional activity allows the writer to direct, coordinate and modulate the different components of his performance. More specifically, we try to apprehend how sensorimotor activity, cognitive activity and attentional activity are co-determining each other and allows the writer to live his experience as successive awakenings that are the result of his own active involvement in a situation. To do this, we used a first person approach that allows us to investigate the content of the lived experience, a dimension that has to be taken into account in order to understand cognitive processes in general, and attentional activity in particular. We adopted the theoretical and methodological tools developed by the « course of action » research program in order to interview the writer and collect detailed descriptions of his lived experience. The analysis of those data allows us to qualify attention in relation with the organization and the meaning of a task driven activity, calligraphy. This activity is not simply the repetition of a predefined experience but it is the continuous reconstruction, adaption, redefinition of its contents through the active involvement of the individual in a specific situation which finds its roots in a personal history and culture. The horizontal perspective that we developed shows that attention is experienced as the combination of a variety of inner gestures that allows the writer to put in specific relations the different components of his lived experience. The dynamic of those structures is defined by a constant process of hybridization and ramification of the attentional activity, and gives rise to regularities that can be viewed a techniques. The mastery of calligraphy relies on the emergence of attentional techniques, a form of know-how
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10

Coxon, Ian. "Designing (researching) lived experience." View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/11513.

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Thesis (Ph.D.)--University of Western Sydney, 2007.
A thesis submitted to the University of Western Sydney, College of Arts, Education and Social Sciences, School of Communication Arts, as a requisite component in fulfilment of the requirements for the degree of Doctor of Philosophy, under a joint supervision arrangement with the University of Applied Sciences Cologne, Köln International School of Design. Includes bibliographical references.
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Albers, Patricia Anne Katherine. "The lived experience of vocation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0005/MQ59746.pdf.

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Estes, Steven G. "Sport myth as lived experience /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487678444257747.

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Austin, Wendy Joan. "The lived experience of adolescent love." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq22944.pdf.

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Power, Zoe Louise. "The Lived Experience of Hyperemesis Gravidarum." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492899.

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Hyperemesis Gravidarum (HG) is a severe form of nausea and vomiting of pregnancy that is distressing, debilitating and potentially life threatening. This thesis presents qualitative, exploratory data of the experience of HG from the perspective of women with the condition and the health care professionals (hep's) caring for them. The study originated from difficulties identified by hep's managing HG in a hospital setting. The purpose of the study was to provide data to inform the development and improvement of services for women with HG.
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Evans, Maria J. "The lived experience of teaching Shakespeare." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/95644/.

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This thesis explores the lived experience of teaching Shakespeare within English in England’s secondary schools. Using hermeneutic phenomenology as methodology it examines teaching practices in the Shakespeare classroom in terms of influences and variations. Both literature and data suggest three core categories of influence are at play: socio-political, professional and personal contexts. Throughout this research I argue that it is only through analysing all three, and the complex interrelationships between them, that we can begin to understand practice and variations in that practice. Through between one and three semi-structured interviews with nine English teachers, followed by thematic data analysis, I attempted to identify influences that were significant, whether shared or different. Furthermore, I considered both presence and absence of experience, since this emerged within the data as a key consideration. I ultimately concluded that whilst socio-political contexts, through curriculum and assessment, undoubtedly impact on the experience of Shakespeare, they do not of themselves explain the variations in practice reported within the literature and my data. The teaching of Shakespeare is deeply influenced by three further characteristics. Firstly, local cultures appear to have a significant impact on Shakespeare, both in terms of cultural attitudes towards education, and the nature of school cultures and leadership. Secondly, the importance of experiences of high quality training may come as no surprise; however, what is noteworthy is the extent to which absence has such a detrimental effect on experiences of teaching Shakespeare, as illustrated within the data. Finally, and perhaps most noteworthy, highly individualised, frequently random, often (inevitably) subjective personal identities, philosophies and life histories significantly influence how English teachers experience the teaching of Shakespeare. Collectively, the presence or absence of supportive cultures, training and personal experiences and preferences, appear to account for most variations in practice, prompting important considerations for individual teachers, school leaders, training providers and policy makers.
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Jones, Eunicia. "Lived Experience of Young Widowed Individuals." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/5063.

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Young widowhood is a unique experience that has received little in-depth attention in research and clinical settings. Their experiences may differ from other types of losses, particularly from losses that are typically expected to happen later in life. The present study treated the lived experiences of young men and women who have experiences the loss of a spouse. Eleven men and women between the ages of 18 and 49 were interviewed about their experiences post-loss using phenomenological methods. After coding for similarities and differences between the experiences, five themes emerged in all eleven interviews: (1) relationship, (2) first reactions, (3) resources, (4) concerns, and (5) age and gender. The results explored these themes in depth and provided insight into the grief process of young widows and widowers. Implications included the need for more accessible resources for young widowed individuals, such as therapeutic services, finances, and childcare. Implications are also provided for clinicians, individuals, couples, and families.
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Stachowicz, Tamara L. "Melungeon Portraits: Lived Experience and Identity." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1382444721.

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18

Gibson, Colin George. "Lived borderline space : a Heideggarian journey into the lived experience of psychosis." Thesis, University of Portsmouth, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323325.

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Gittings, Megan McGonigle. "The lived experience of patients with psoriasis." Thesis, Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/gittings/GittingsM0805.pdf.

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Maillard, Struby Francoise, and maillard@webster ch. "Feeling unsure: a lived experience of humanbecoming." RMIT University. Health Sciences, 2010. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20100218.114321.

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The aim of this study was to explore the phenomenon of feeling unsure as viewed from the humanbecoming school of thought. From the humanbecoming perspective feeling unsure is a universal lived experience of health and quality of life. The purposes of this study were to understand the lived experience of feeling unsure from the humanbecoming perspective, to enhance understanding of the lived experience of feeling unsure as an essence of health and quality of life, to discover the structure of the lived experience of feeling unsure, to add to the body of knowledge on the phenomenon of feeling unsure, and to contribute to expand the theory of humanbecoming. The Parse research methodology was used to guide this study and answer the question: Whqt is the structure of the lived experience of feeling unsure? Ten persons living in community accepted to participate in this study. The processes of dialogical engagement, extraction-synthesis, and heuristic interpretation we re used for data gathering and analysis. The central finding of this study is Feeling unsure is wavering irresolutely with discerning ponderings arising in venturing with trepidations, while revering alliances. The findings of this study emerged as new knowledge that extend the theory of humanbecoming and enhance the understanding of the lived experience of feeling unsure.
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Gray, Linda Lee. "The lived experience of waiting for counselling." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37401.pdf.

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Tsai, Chee-Ping. "The lived experience of anger in children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ54814.pdf.

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Russell, Helen. "The lived experience of laterlife computer learners /." Electronic version, 2005. http://adt.lib.uts.edu.au/public/adt-NTSM20051214.180901/index.html.

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Hunt, Debra A. "The lived experience of young-onset dementia." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4926.

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Six themes were extracted from 19 conversational interviews with persons living with young-onset dementia: feeling frustrated, fear of slipping away, loss of personhood, life interrupted, finding a sense of security in the familiar, and wanting one's voice to be heard. These themes are interpretations of the human experience of living with dementia and are not intended to be generalizations or theoretical concepts. The experiences described in this study raise awareness about young-onset dementia and help health care practitioners and society-at-large develop a better understanding of what it is like to live with the disease. The misperception that people suffering from dementia do not have insight and the underestimation of their abilities is a great source of frustration for these people. Study findings also suggest that middle-age people with dementia want to be involved in meaningful, productive activities. Their resounding plea is to have their personhood embraced instead of negated.; The lived experiences of dementia in older persons have been well studied, but the unique experiences of persons between ages 35 and 65 years who are living with young-onset dementia have not been closely examined. The purpose of this research was to explore the experiences of middle-aged individuals living with young-onset dementia. Van Manen's (1990) approach to interpretive phenomenological inquiry was used to answer the research question. Purposive sampling was used to recruit 9 people between 42 and 61 years of age who received a formal diagnosis of mild or early-stage dementia. Participants were prescreened for the ability to reflect on their illness and the Short Portable Mental Status Questionnaire (SPMSQ) was used to verify the participant's eligibility. Semi-structured, conversational interviews were used to gather the data. Consistent with van Manen's method of phenomenological reflection, theme analysis using the selective approach was used to grasp the essential meanings of the experience. Each participant was interviewed a minimum of two times.
ID: 029808958; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Includes curriculum vitae.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references.
Ph.D.
Doctorate
Nursing
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Iaquinta, Monica L. "The phenomenological lived experience of rheumatoid arthritis." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1842.

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Fair, Nancy N. "The Lived Experience of Trauma Counselor Supervisors." Thesis, Duquesne University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10605483.

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Trauma is ubiquitous in our society, taking a costly toll on the physical and psychological well-being of individuals across all social strata, and creating an ever-increasing need for better understanding of how to help the victim survivors. The purpose of this current study addresses an aspect of that need for understanding by examining the lived experiences of clinicians who have learned about trauma and who are addressing trauma survivors’ needs by acting as supervisors for other clinicians. This qualitative, phenomenologically oriented study used van Manen’s (1990) four lived existentials, Bronfenbrenner’s (1979, 2005) bio-ecological model of human development, and existing trauma literature as its base. Historically, basic trauma education has not been provided to master’s or doctoral level students in counselor education programs. The rapidly expanding base of trauma literature has referenced knowledgeable, competent supervision as a necessity for therapists working with traumatized clients, yet little has been written about those supervisors, how they are trained and educated, and their lived experience in the process of becoming competent trauma supervisors

For this study, eight clinicians who have been supervising other clinicians who work with adult survivors of childhood sexual abuse were interviewed. The results were summarized into five themes that focused on the ubiquity of trauma, the “trial by fire” learning that was required to become knowledgeable, the rise to supervisory roles for which participants were sometimes unprepared, what they needed but didn’t get, and what they deem necessary to support them in their work. The author suggests ways in which the field of counselor education could be enhanced to better support supervisors in addressing the needs of their supervisees, and those of their traumatized clients.

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Kitson-Reynolds, Ellen. "The lived experience of newly qualified midwives." Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/193561/.

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After completing a three year midwifery degree course at university newly qualified midwives are expected to function fully as autonomous and accountable practitioners. This interpretive phenomenological investigation explored the lived experiences of twelve participants throughout their first twelve months post registration. Data were collected using semi-structured interviews at three points in time: the point of registration, four and twelve months post registration. Analysis and interpretation of these data were achieved using van Manen's methodological structure combined with an interpretive phenomenological approach. The findings revealed two final interpretive themes that described the meaning of 'becoming a midwife'. These were 'Fairy tale midwifery: fact or fiction' and 'Submissive empowerment: between a rock and a hard place'. The first incorporated the two super-ordinate themes false promises and reality shock; the second incorporated four super-ordinate themes beyond competence, part of the club, self doubt and struggling. This study has contributed to existing knowledge by way of highlighting the 'crisis of reality shock' that these newly qualified midwives experience surrounding the change of responsibility upon qualification. When participants experience the 'real' world as a newly qualified midwife, they may have to undertake work that previously they did not want to do and could opt out of as a student. The newly qualified midwives did not perceive themselves to have autonomy and by virtue, responsibility. Lack of autonomy and the ability to undertake decisions can lead to high levels of anxiety in the newly qualified midwife. Despite this, they prefer to work on the delivery suite where they have instant access to support and advice compared to being on their own in what they perceive to be a chaotic community setting. It may be that transition is an emotional challenge and like birth, the reality is that preparation might help, but that the 'reality' can only be experienced.
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Brown, Naoko Nakano. "Lived Experience of Loneliness| A Narrative Inquiry." Thesis, Saybrook University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10842478.

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Loneliness is a human experience that often influences the individual’s mood, perception, self-concept, relationship, and physical heath. The existing body of research on loneliness often associates loneliness with a mental illness (e.g., anxiety or depression) and/or a cognitive deficit. Moreover, although, researchers have identified different types of loneliness, there is limited research on the experience of profound loneliness while in the company of another person with whom one is in a close relationship. Therefore, this study was framed to contribute information in the field by exploring the meaning of this particular type of loneliness as a lived experience. The question this research sought to answer through narrative inquiry was: “What is the meaning of participants’ experience of loneliness while in the company of another person with whom they were in a close relationship?”

The current study examined oral narratives of adult participants. Five participants were recruited and interviewed. The transcribed data was analyzed following Gee’s (1991) structural analysis of oral narrative. Through analysis of the narrative data this study aimed to gain an understanding of subjective, psychological meanings of this particular loneliness experience.

The results of the analysis showed that participants, in relationship with another, characterized as close but not experienced as intimate, was retrospectively experienced as loneliness and was lived with a sense of profound hopelessness in a multidimensional manner, which implied the participant’s desired ideals for intimate relationship.

Many factors appear to influence the loneliness experience while in the company of a close other for adults, including the individual’s desire to avoid experiencing pain and loss. The findings indicate that increasing the individual’s awareness of their multidimensional experience through non-pathologizing reflection in a clinical context could allow him or her to reach a deeper understanding of the experience.

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Dougherty, Phyllis Ann. "Lived Experience: Near-Fatal Adolescent Suicide Attempt." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1617.

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Adolescent suicide has become a national health crisis. Suicide now ranks as a leading cause of adolescent death in the U.S. In response to this, the National Strategy for Suicide Prevention (2001b) recommended the promotion and support of research into suicide and prevention, particularly high-risk groups such as adolescents. However, due to concerns for safety and liability, there have been few studies of highly suicidal individuals, specifically adolescents. Leading suicidologists have agreed that studying the qualities of the near-fatal suicide attempt can most resemble the completed suicide. This case study explored the phenomenon of the near-fatal suicide attempt through the lived experiences of seven adolescent females. Open-ended interviews that candidly expressed adolescent emotions and understanding of events surrounding the attempt were analyzed. Burnard's method of thematic content analysis of these provocative interviews revealed a collective adolescent voice. Interviews were conducted on a locked in-patient psychiatric unit for adolescents. During the one-year enrollment, nine eligible adolescents were hospitalized after an attempted suicide with high intentionality and low rescuability, a level of lethality that is considered serious/near-lethal on the Risk-Rescue Suicide Assessment Scale. Two individuals-both male-declined to participate. A model was developed based on the content analysis of interviews with seven adolescent females in the case study. The model of a path of an adolescent near-fatal suicide attempt illustrated estrangement and eventual alienation from the adolescent's two major social support groups: parents and peers. A lack of a self-identity to cope with stressful experiences in a more rational manner contributed to the pathway. Parenting issues were highlighted by the adolescent's perception of non-supportive communication. Peer issues contributed to the subjects' perception of a lack of social support through their rejection and ridicule of the subjects. Coupled with the impulsivity of youth and mental illness, these subjects were not able to withstand the perception of extreme stress. Resultant near-fatal suicide attempts were initiated with significant ambivalence and no prior communication of intent. Alienation and a lack of appropriate coping skills placed these adolescents at high risk of a near-fatal suicide attempt.
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Tatarczuk, Marian. "The Lived Experience of Perioperative Nurse Leaders." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1430432832.

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31

Friesen, Heather. "Illuminating discourse through lived experience with rheumatoid arthritis." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/15968.

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Ruth was the diarist of a Medical Log, the main research archive, which documented 40 years of lived experience with rheumatoid arthritis. While informants described Ruth‘s coping as exemplary, the latter months of her life were marked by progressive, severe and unremitting pain. At the age of 73, Ruth committed suicide, an act that was generally viewed as rational by informants. Using a critical discourse analytic approach, informed by Parker (1992) and Willig (2001), the present research investigated the cultural discourses (i.e., biomedical, psychological and socio-cultural) that constituted Ruth‘s identity, subjectivity and agency over time. In turn, Ruth‘s embodied experience was used to illuminate the constituting discourses as to the explicit and implicit gaps, ambiguities and contradictions contained within. Hopelessness, at the end of Ruth‘s life, was explored as a dialogically co-constructed reality, deeply embedded within constitutive discourses, rather that simply reflecting a maladaptive cognitive state. The research substantiation of Ruth‘s embodied experience as a public archive was viewed as a moral response to suffering, an invitation for empathetic engagement and understanding as well as an endorsement of Ruth‘s experience as having truly mattered.
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Olmstead, Heather M. "Portraits of lived experience, teachers implementing First Steps." Thesis, University of New Brunswick, 1999. http://hdl.handle.net/1882/601.

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Wolf, Lisa C. "Psychological perspectives of the "lived experience" of hate." Thesis, Union Institute and University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3595261.

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The study of hatred is a historical one that has generated multiple explanations theorizing the nature and origin of this construct. Current theories suggest hate is a critical factor in the manifestations of the world's atrocities, such as terrorism, massacres, and genocide, however no single universal definition of the construct exists. Additionally, there is a paucity of research specific to the construct of hate or documentation of the specific factors that contribute to its development. This research explores the experience of hate using a phenomenological method of inquiry so that a deeper understanding of the "lived experience" of hate can be achieved. Individuals who self-identify as experiencing hate from the perspective of the hater, offer descriptions of the intrapersonal processes, specifically the underlying emotions, cognitions, and physiological responses, that occur when they are or have been in the throes of hatred. Participants identify hate as an emotion, one unlike any they had ever experienced before and one that is a combination of several emotions. Although hate is defined as an emotion, participants identify cognitive and physical changes that accompanied their experience of hate, implying that hate is more than just emotion, though often described as such by laypersons. Factors that led participants to name their experience as hate versus some other experience, along with the critical components of hate are described. These descriptions distinguish hate from anger, dislike and aversion. Positive aspects of hate, as well reflections for transforming hate are also included. Limitations of the study and recommendations for future research are discussed.

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Oishi, Cheryl Lynn. "The lived experience of Canadian children of colour." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/nq20762.pdf.

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Curnock, Carol Ann Revett. "Bankruptcy as lived experience compared to attributive models." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0017/NQ53888.pdf.

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Smith, Lynn A. "Portraits of lived experience, teachers implementing First Steps." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0018/MQ54650.pdf.

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Sindall, Richard. "The lived experience of middle class early retirement." Thesis, University of Surrey, 2006. http://epubs.surrey.ac.uk/2154/.

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Duff, Gerard. "The strategy formulation process : describing a 'lived experience'." Thesis, University of Leeds, 2017. http://etheses.whiterose.ac.uk/16145/.

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In what seems to be an ever competitive and fast paced environment, many organisations attempt to plan their future in the hope that they will either retain or gain a foothold in their respective markets. In practice, one method many organisations use to achieve this is the creation of a strategy. The term strategy itself is vague, leading to misunderstandings about what it is and how to do it. As a consequence, a strategists may lack the tools and skills necessary to create a strategy that is fit for purpose. The focus of this research is to build a better understanding of the practice of strategy formulation. It achieves this through qualitative means. Through an engage approach, I follow the Chief Strategy Officer as he creates and develops a strategic plan that outlines a future for innovation activity of the organisation that he works for. This research reflects on the strategy formulation process as a lived experience and as a consequence humanises it. It reflects on the process of sense and re-sense making throughout the process of formulation and thus sheds light on the decision making in flight that which impacted the process. A central finding of this thesis, connects the challenges experienced by the CSO as he makes choices and decisions that corresponded to the needs of a wide range of stakeholders. It shows how the diversity of these needs impacted the CSO’s ability to make meaningful choices and as a consequence of this he created a strategy that was not valuable in the eyes of the Director and as such not implemented.
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Griffith, Dana L. "Noncore Secondary Teachers' Lived Experience ofTKES Evaluative Feedback." Thesis, Piedmont College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10746749.

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The purpose of this study was to explore the noncore secondary teachers' lived experience with Georgia's Teacher Keys Effectiveness System (TKES) evaluative feedback. This descriptive phenomenological study examined Georgia's noncore teachers' use of evaluative feedback from TKES to inform and impact classroom effectiveness. The essence of the experience of receiving evaluative feedback is revealed through in depth interviews with 30 noncore secondary teachers from three districts in Georgia.

The findings in this study suggest that TKES evaluative feedback has the potential to support a positive change in the noncore classroom provided appropriate time and resources are dedicated to implementing the evaluative process with fidelity. Traits of effective feedback that resonate throughout the literature review and study findings are the need for feedback to be specific, timely, ongoing, and linked to professional development. The need in the noncore classroom for teachers to receive content-specific feedback was uncovered. Additionally, the need to build additional time and resources into the school year to ensure evaluative feedback has the potential to accomplish the goal of teacher growth and become a positive part of the teaching profession was uncovered. The findings of this study allow an opportunity for the voice of the noncore teachers' experience with TKES evaluative feedback to be heard, generating a pathway to improved feedback and growth in their classroom.

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Lothian, Julie-Anne. "Lived bodies: women’s experience of sex and gender." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/69445.

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This thesis will discuss the category of women, as a social group, through a phenomenological understanding of women’s subjective experiences. In arguing for the phenomenological perspective of the lived body, I show the ways in which other conceptions of women’s embodied subjectivity ultimately fail to provide comprehensive accounts of the lived experience of being a woman. I begin with an investigation into how biological determinists hypothesise women’s bodies as sexed. I then move to respond to Judith Butler’s poststructuralist feminist account of the gendered body. Finally, I argue that the embodied experience of being a woman is best explained as an ambiguous relationship between socially constructed expectations of femininity and biological materiality.
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England, Teresa Potter. "Feeling Overwhelmed: The Lived Experience of Nurse Managers." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1911.

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Multiple studies have addressed registered nurse turnover in recent years. There is little research specifically addressing nurse manager turnover. The nurse manager is addressed in current research as being in a pivotal position to affect nurse retention. Research has focused on the skills necessary for nurse managers to affect turnover; however, there is little research addressing the pressure placed upon the nurse manager as he or she struggles to maintain the nursing workforce. This qualitative study explored the lived experience of feeling overwhelmed by 6 nurse managers currently working in an inpatient hospital environment. Interviews were analyzed using a modified version of the descriptive-interpretive phenomenological method as described by van Manen. Four essential themes were identified: there is nobody there, caught in the middle, feeling that you are a failure, and the inability to do. One paradigm case exhibited all of the essential themes. The essence of the nurse manager's lived experience of feeling overwhelmed is helplessness evidenced by constant unresolved conflicts in a complex, chaotic organization with changing expectations, unmet personal fulfillment, and constant turbulence. It is personal conflict related to the desire to impact positive patient and staff outcomes--to make a difference, while feeling that they fall short of the organization's and their own personal expectations. Theoretical implications related to Quantum theory, Emotional Intelligence, and Roger's Science of Unitary Human Beings are discussed in order to highlight current theoretical literature pertinent to the nurse manager's experience of feeling overwhelmed. Implications for research, practice, and education are discussed as facility leadership considers the experiences of this group of nurse managers. This study will better inform hospital administrators, nursing leadership, and staff nurses of the lived experience of this group of nurse managers.
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Parker, Carol A. "The lived experience of HIV-positive Tanzanian orphans." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/699.

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The purpose of this investigation was to generate a context- specific model of the lived experience of HIV positive Tanzanian orphans. With the advent of anti-retroviral drugs, Sub-Saharan African populations with high burdens of human immunodeficiency virus (HIV) face annually accumulating increases in the number of HIV positive children, and ultimately adults. Perinatally infected, these children often become orphans while still young. Extended interviews were performed with a purposive sample of 12 HIV infected orphaned children between 9 and 12 years of age. Half of the research participants lived in an orphanage and half were children living with guardians in villages near Arusha, Tanzania. A phenomenological approach to data analysis was employed with the guidance of literature-based constructs of intrinsic traits and developed tools used by children to meet challenging life circumstances. Data demonstrated that disclosure of HIV and orphan status engendered widespread social consequence. The phenomenon also negatively affected the children's physical, material, and emotional quality of life. Even in the face of these challenges, participants demonstrated resilient and self-reliant coping mechanisms. Responses ranging from caretaker education to stigma reduction in the schools will help to meet the needs of these children. In addition, the information generated by this research will be a basis for beginning to examine the social change responses that will be necessary for Tanzanians in the healthcare, social service, and policymaking arenas to successfully integrate this new population group into all levels of society.
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Adjei-Poku, Gladys. "Lived Experience of Tongans with Obesity and Diabetes." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6959.

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People of Pacific Island descent are afflicted by obesity and diabetes more than other populations. Although interventions have succeeded in reducing these conditions among other groups, they have been unsuccessful among Tongans and other Pacific Islanders. Furthermore, little is known about the cultural perspectives of this population with a high rate of obesity and diabetes. Accordingly, this descriptive phenomenological study was conducted to investigate the lived experiences of Tongans with obesity and diabetes in a western metropolitan area of the United States to understand their predisposition toward these conditions and suggest appropriate interventions. Purposive sampling was used to recruit 11 Tongans, 18 years or older, with obesity and diabetes. Face-to-face interviews were conducted using open-ended questions. Data analysis consisted of verbatim transcription and splitter coding, which identified 5 emerging themes. The findings indicated that cultural customs have created an emotional attachment among Tongan participants to their native foods and that they feel obliged to eat abundantly at food-related social events. Moreover, they mistrust their healthcare professionals, which results in non-adherence to medical advice. The findings align with Martha Rogers' theory of the science of unitary human beings and Bandura's model of reciprocal determinism that there is a strong relationship between people and their cultural environment. This study's findings provide an understanding that may lead to positive social change in designing culturally specific preventive programs to decrease obesity and diabetes and ensure a better quality of life for Tongans.
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Stepp, Rachel Elizabeth. "Nurse Executives' Lived Experience of Incorporating Caring Leadership." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7197.

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The link between compassion and caring at all levels of nursing practice and the enhancement of the patient experience is well-documented. However, the techniques nurse executives use to incorporate caring into their daily practice while coping with competing organizational priorities is poorly understood. The purpose of this qualitative phenomenological study, guided by Watson's theory of human caring, was to examine detailed accounts of the experiences of nurse executives incorporating compassion and caring into their daily practice, including techniques they use to build and sustain compassion and caring while balancing competing priorities. A purposive sample of 10 nurse executives participated in the study. Audio recordings of each participant's face-to-face interview were transcribed and coded using NVivo 12 software while the demographic surveys were analyzed using SurveyMonkey. The data analysis was performed using the interpretive phenomenological analysis (IPA) process. Four themes emerged from the analysis: (a) preparation for executive role, (b) execution of responsibilities, (c) demonstration of caring, and (d) balancing influences. The key findings revealed that caring permeates the nurse executive's practice and nurse executives require mentorship to effectively execute their function. Based on these results, nurse executives should focus on welcoming guidance from other experienced mentors and nurse leaders. Nursing administrators, educators, and researchers can use these findings to design further research exploring the experience of nurse executives from additional settings, cultures, and ethnicities. Positive social change may result from this work by providing direction to nurse executives seeking to successfully navigate corporate culture while improving the staff work environment, quality of care, staff retention, and patient outcomes through compassion and caring.
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Sangham, Mehul Anilrai. "Exploring the Lived-Experience of business model innovation." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/19891.

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Due to increasingly complex and uncertain environments, businesses must deal with multiple competing and often opposing models, what we may call 'ontological relativity'. To deal with this, the practice of innovation management requires a new type of practical-epistemology. The best insight into these new types of knowledge is an exploration of lived experience of innovation management practitioners. This research then explores the phenomena involved in the practice of business model innovation in the context of two innovation projects. To achieve these goals, a phenomenological method is used to uncover fundamental aspects of the innovation process. The outcome of the inquiry is a set a set of phenomena that hope to contribute to the discourse around this emerging field of management knowledge.
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KISHMAN, MARY CONNELLY. "THE LIVED EXPERIENCE OF ADOLESCENTS WITH BURN INJURIES." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1085672288.

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47

Nesbit, Marissa Beth. "Dance Curriculum Through Lived Experience: A Semiotic Analysis." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373892460.

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48

Krowka, Jessica Ann. "The Lived Experience of Recovery From Heroin Addiction." University of Akron / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1555951788174113.

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49

Prouty, Diana Frances Ward-Smith Peggy. "The lived experience of adult survivors of childhood cancer." Diss., UMK access, 2005.

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Thesis (Ph. D.)--School of Nursing. University of Missouri--Kansas City, 2005.
"A dissertation in nursing." Advisor: Peggy Ward-Smith. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed June 26, 2006. Includes bibliographical references (leaves 142-147). Online version of the print edition.
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Wigney, Tessa Kristine Psychiatry Faculty of Medicine UNSW. "Bipolar disorder: an exploratory analysis of the lived experience." Awarded by:University of New South Wales. Psychiatry, 2010. http://handle.unsw.edu.au/1959.4/44802.

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This thesis explores the lived experience of those with Bipolar Disorder type I or type II condition. The aim is to delineate how individuals cope following the diagnosis of this chronic, recurrent mental illness. Twenty participants were interviewed in depth, producing 18 hours of recordings and 480 pages of transcript. Narrative data were thematically analysed to reveal themes common to the process of adaptation. The exploratory framework identified key elements of the lived experience of bipolar disorder, including: the phenomenology of highs and lows, the role of anxiety in triggering episodes, reactions to diagnosis, and issues with prescribed medications. Analyses highlighted how difficult it is for individuals to reconcile themselves to the symptoms and consequences of the illness, and also illustrated the extent of subjective distress and reduced quality of life incurred. The psychosocial burden, particularly the difficulties developing a sense of authenticity and coherent identity, and having to adjust life goals, were examined in detail. Negative coping behaviours, specifically the use of alcohol and drugs, as well as the influence of shame and guilt on peoples??? coping repertoires were also explored. Finally, the importance of psychosocial interventions, collaborative health care strategies and necessity for long-term, follow-up care were emphasised.
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